FUNDAMENTALS OF NETWORK EDUCATION
©2009 by Michael Riversong
Education has always been a combination of ideas superimposed from above by experts, and natural evolution, as modified by political intrusions. All educational systems rest on their own fundamental assumptions which color the type of learning that takes place and often determine the effectiveness of that learning in application.
The dominant public education system in the USA, known correctly as Dewey-Thorndike, has been superimposed on schools by many high-placed authorities. It has dominated schools since 1963. However, its deficiencies are well known and many efforts are being made to remedy those. This is a natural evolutionary process.
Link: http://home.earthlink.net/~chylogos/DeweyThorndike.html
Preceding the Dewey-Thorndike system was the "Normal" system. That had mostly been written up by Noah Webster in the early 1800s. Its history and characteristics are summarized in the document:
Link: http://home.earthlink.net/~chylogos/Normal.html
Meanwhile, new elements which were not anticipated in the dominant system have been created. One of the first was the mid-70s writings of John Holt, which have become known as "Unschooling". John Taylor Gatto has more recently made significant contributions. Worthy of mention are Charlotte Mason and the Montessori system. Among Scientologists, the Applied Scholastics system has been made into a workable standard. Most significant has been the construction and development of the Internet, which is a universal library and communications medium.
In some localities movements toward "Classical" education are forming. These are being constructed either within Christian schools or as charter schools within existing school districts. Unfortunately the integrity of these systems is easily compromised. Part of that is due to political conditions within school districts. Other compromises happen because few people have an understanding of what Classical education really means.
Link: http://home.earthlink.net/~chylogos/Classedu.html
Among the most important educational innovators at this time are homeschoolers. They are usually free to incorporate any elements they want into their family curricula. Good homeschool communication networks of all sizes, political persuasions, and religious foundations have emerged throughout the United States and in other parts of the world.
What is documented and advocated here is largely a natural process. A system that never worked well because it was fundamentally out of step with American culture is being replaced. It has to be. Many of the people who are building on different fundamental assumptions from the majority system are inherently developing Network Education right now.
Communication is fundamental to education. For most of human history time and space have been impediments to communication. Telegraph and then telephones took away the barrier of space. Within the past 20 years the Internet has also taken away the barrier of time. Any communication can now repose on the Internet until it is picked up. A corollary to this is that physical materials needed to send and receive communications have been minimized and made widely available. Many new possibilities for education have been opened up. Various subsets of Internet technology have been developed, and more are being invented all the time.
Thus, we now have the foundation of Network Education. Fundamental assumptions of this system are drawn from history, neurology, religion, anthropology, and the experience of many educators. It is hoped that these assumptions will guide many in the use of technology for helping people learn and then apply their learning in ways that benefit all human societies in the pursuit of better living.
Fundamental assumptions of Network Education:
Each person is on this planet for a purpose.
The job of teachers is to assist students in finding that purpose and providing the resources necessary to do it.
Legitimate purposes will be in alignment with society and our Creator. All legitimate purposes are worthy of study.
Instruction and course content should be individualized to the greatest extent possible.
Many delivery methods exist for education. Any are legitimate when they result in a student freely comprehending subject material in a safe environment.
Three general stages of education exist: Grammar, Logic, and Production. Most students naturally progress through these stages as they reflect normal brain development. Diversity of potential subject material increases at each stage.
Students normally want to learn what is relevant to a purpose. If there is resistance to any particular subject, the situation must be explored by a duly constituted team.
Students tend to thrive among a diversity of educational contacts. Appropriate security measures must always be in place. Parents must always be responsible for knowing the nature and extent of educational contacts until a student is regarded as an adult. Educational personnel must always be ready and able to assist parents in this process.
Students at all levels should be evaluated by what they can produce relevant to current subject material.
Essential survival skills should be imparted to students at all levels. These primarily have to do with communication through native language vocabulary, arithmetic, and planetary orientation.
Free flow of information between elders and youth is always to be encouraged within the bounds of social morality.
Workable Ethics must underlie teaching at all levels.
Network Education is developing in concordance with other elements of a humane, sustainable, and ecologically regenerative society.
In other modules these assumptions will be discussed in more depth.
Revision 3/17/09